Religious Education at Soar Valley College provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions in Leicester, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.
RE at Soar Valley encourages students to learn from different religions, beliefs, values and traditions, while exploring their own beliefs and questions of meaning. It challenges students to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. The contributions and ideas from students are encouraged so they can develop their own ideas further.
The work carried out by Soar Valley students encourages them to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a diverse society and global community. RE contributes to preparing students for adult life, employment and lifelong learning. It enables them to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.
The Leicester City Agreed Syllabus One Leicester -Harmony and Diversity is followed in Key Stage 3 and all students have the opportunity to take the AQA Religious Studies GCSE which is started in year 9.this uses a range of religious and other views to explore a range of issues under the headings of Religion and Life issues and Religion and Citizenship, all designed to prepare students for their future lives in the community and to continue to develop students’ evaluative examination skills. Assessment for this is untiered, i.e. all units cater for the full range of ability and allow access to grades A*-G.
Key Stage three assessment descriptors are attached below. The “learning pathway” (e.g. 8-9) indicates the likely GCSE grade that a student may expect at the end of year 11, based upon both their current attainment and year of study.